20111108 stem summit by 2xX4zA6

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									          2011 STEM Summit
                     and
    Early Education and Out of School Time




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    Brain Building In Progress


                           Build a STEM Foundation!
                            Curiosity
                            Observation
                            Interaction
                            Language acquisition
                            Problem solving




    “a statewide, public-private partnership with the United
    Way to raise awareness of the importance of our
    youngest citizens’ early development to their future
    success” www.BrainBuildingInProgress.org
2                                     http://www.youtube.com/watch?v=tZawNmpoXvI
        ECE and OST Build STEM Learning

       Support overall academic growth,
        especially literacy and numeracy
       Develop children’s critical thinking
        and reasoning skills
       Enhance later interest in STEM study and
        careers
       Tap and sustain children’s natural curiosity
        and sense of wonder
       Broaden children’s experiences and
        understanding of the world around them.



3
    ECE and OST are Uniquely Positioned
    to Support STEM Education

     Children spend substantial time in ECE/OST
      settings
     OST has more freedom than schools to offer
      extended STEM activities, such as project-
      based and experiential learning
     ECE/OST educators are attuned to children’s
      developmental needs and how to excite
      them about STEM learning
     ECE/OST programs prevent “summer
      learning loss” in all content areas




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         STEM Crosswalk with EEC Initiatives
              STEM                         QRIS                   EEC Core               Guidelines for     MA Guidelines
    Recommendations from                                        Competencies               Preschool       for Infants and
    the MA Academy of                                                                      Learning            Toddlers
    Sciences (MAS)                                                                        Experiences

    Recognize the importance      Category 1:               Area 1:                    Guideline:         Guideline:
    of STEM education for in      Curriculum and Learning   Understanding the Growth   Mathematics        Cognitive
    school and out of school                                and Development of                            Development
    time.                         Category 3:               Children and Youth         Guideline:
                                  Workforce Qualification                              Science and
    Create opportunities for      and Professional          Area 2:                    Technology/
    early childhood educators     Development               Guiding and Interacting    Engineering
    to provide quality science,                             with Children and Youth
    technology, engineering       Category 4:                                          Guideline:
    and math activities for       Family and Community      Area 3:                    Health Education
    children.                     Engagement                Partnering with Families
                                                            and Communities
    Connect STEM activities
    with daily experiences.                                 Area 4:
                                                            Health, Safety and
    Encourage volunteers in                                 Nutrition
    the sciences and the arts
    to help parents/caregivers                              Area 5:
    engage children in                                      Learning Environments
    meaningful activities.                                  and Implementing
                                                            Curriculum
    Evaluate effectiveness of
    STEM activities.                                        Area 6:
                                                            Observation, Assessment,
                                                            and Documentation

                                                            Area 8:
                                                            Professionalism and
                                                            Leadership




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    Core Competency Linkages to STEM

       Area 1: Understanding the Growth and Development of
        Children and Youth
           General principals of child and youth development (A1) (A2)
           Sensory development (C5) (C6)
           Cognitive development (E10) (E11)
           Individual differences in development (G14)


       Area 2: Guiding and Interacting with Children and Youth
           Acceptance of all children and youth (A1)


       Area 3: Partnering with Families and Communities
           Respect for diverse cultures and communities (A1)
           Communication/relationships with families (B4)
           Family involvement (C5)
           Improving partnerships with schools and communities (E9) (E10)




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    Core Competency
    Linkages to STEM

       Area 4: Health, Safety and Nutrition
           Nutrition (F18)
           Physical Fitness and Activity H21)


       Area 5: Learning Environments and Implementing
        Curriculum
           Learning Environments and Implementing Curriculum (A1) (A2)
            (A3)
           Curriculum (B5, B6, B7 andB8)


       Area 6: Observation, Assessment, and Documentation
           Planning for individualized learning (D5)


       Area 8: Professionalism and Leadership
           Professional development (D12) (D15)



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    Preschool Guidelines Linkages to STEM

       Guideline: Mathematics
           Number Sense                  Measurement
           Patterns & Relationships      Data Collection & Analysis
           Shapes & Spatial Sense


       Guideline: Science and Technology/Engineering
           Inquiry Skills                    Living Things & Their Environment
           Earth and Space Sciences          The Physical Sciences
           Life Sciences                     Technology & Engineering


       Guideline: Health Education
           Physical Development
           Safety & Health Care




8
    Infant and Toddler Guidelines Linkages
    to STEM

       Guideline: Cognitive Development
         Develops memory skills; performs simple actions to
          make things happen and displays a beginning
          understanding of cause and effect
         Develops problem solving skills
         Explores materials and discovers mathematical concepts
         Develops early scientific skills through exploration and
          discovery




9
     The Common Core and STEM

        Skills developed from birth to 5 through
         play and early language development are
         the foundation for success in STEM and in
         gaining meaning from curriculum.

        These skills are used in language arts
         and mathematics to varying degrees:
           interpretation, analysis, evaluation,
           explanation, description, organization,
           comparison and contrast,
           inquiry
           symbolization and representation.


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     The Common Core and STEM

     Offering intentional, systemic
     opportunities to develop and use these
     skills in peer and adult relationships
     provides the foundation for future growth
                         BUT
     Most educators haven’t had the
     opportunity to build systemic, intentional
     practice around these ideas.

     STEM provides engaging content for
     application of these skills and creates
     curiosity in children that can later develop
11   into interest.
     The STEM Challenge:
          Historically, STEM has been targeted at students during the
           school day.
          Children need exposure to STEM concepts beginning in early
           education.
          STEM activities in less formal OST settings reinforce in-school
           learning for school age children and spark their interest.
     Opportunity:
          The STEM Summit can inform policy maker, business leaders,
           and others about the opportunities early education and OST
           provides for STEM education.
          “Brain Building in Progress” can get the message across.
     Progress:
          First ever discussion strand on early education and OST
           at the 2011 STEM Summit!
     Goal:
          Build on the momentum by advancing understanding of the
           value of STEM curricula in early education and OST.
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        MA’s STEM Plan has 5 Key
        Quantitative Goals:
 1. Increase student interest in STEM.
      …at early ages (including preschool and elementary
     school) to increase student motivation to attain higher
     levels of STEM academic achievement/performance.

 2. Increase STEM achievement of PreK-12 students.

 3. Increase the percentage of students who demonstrate
    readiness for college-level study in STEM fields.

 4. Increase the number of students who graduate from a
    post-secondary institution with a degree in a STEM field.

 5. Increase the number/percentage of STEM classes led by
    effective educators, from PreK-16.
     Future measure of STEM qualifications of Pre‐K‐16 educators (TBD;
13   likely will vary by level…)
      and 4 Qualitative Goals for Transformation:
     1. Community engagement
        Every MA community will foster increased student interest in STEM … to
        spark and sustain student awareness of, interest in and motivation to
        pursue advanced STEM education and related careers…
        •   Parents, educators, employers, student leaders and STEM
            professionals will be advocates to influence, support and sustain
            student commitment to STEM from Pre‐K through post‐secondary
            education
        •   PreK‐16 students will have access to rigorous academic and
            technical preparation in the STEM subjects and be encouraged to
            engage in experiential and applied learning opportunities.
        •   Collaboration is critical…to engage students at various points along
            the STEM pipeline – from preschool to career.

     2. Academic coherence
        MA STEM standards, curriculum frameworks, instruction and
        assessments will…
        •   Align vertically across grade levels and horizontally across subject
            strands ...
        •   Connect community‐based experiential and project‐focused learning
            resources to PreK‐12 curricula…
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      and 4 Qualitative Goals for Transformation:
     3. Educator development
        Every student will learn from highly effective educators in every STEM
        subject area at every grade level, PreK‐16. MA educators will…
        •   Possess deep subject matter knowledge that spans grade levels; be
            skilled in the pedagogy of inquiry and problem solving; and be
            prepared to incorporate experiential and applied learning…into
            coherent classroom instruction.
        •   Make effective use of technology as a tool for learning…
        •   Seek out innovative ways to further improve their understanding of
            their student’s strengths and weaknesses, through data analysis
            and the creation of active assessments.

     4. STEM employers and STEM professionals
        Employers and STEM professionals (from industry and education) can
        provide opportunities for experiential learning, both inside and outside
        the classroom by...
        •   Participating in educator professional development and
            communicating their expectations for students... Serving as
            mentors, internship/co‐op supervisors, leaders of community‐based
            after‐school and expanded learning time programs…

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         Getting Ready: 2nd Annual
         Pre-Summit Strategy Meeting

        Wheelock’s Aspire Institute facilitated a meeting of EEC
         grantees and educators to prepare and strategize for
         the Summit.
        A review of past year and current efforts and activities
         to promote STEM in ECE and OST settings.
        A panel presentation from content experts – what can
         we do to continue to make the case for STEM in ECE
         and OST settings?
        Strategy sessions with colleagues to identify the
         following:
           Best approaches for engaging policymakers, businesses
            and funders.
           Capacity development activities that the state and other
            partners can pursue to strengthen STEM learning in ECE
            and OST settings.
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     Early Education 1: STEM in the World - Building the
        Foundation in the Early Years / PEEP & the Big Wide World
     A universal pedagogy that takes STEM from theory to practice in the
     early stages of brain development. WGBH has been developing
     curriculum that supports STEM in the early years, working with 3-5
     year olds to ensure that critical thinking, math and science habits of
     mind, inquisitiveness/curiosity about the world and our environment
     help shape the next generation of leaders. We will also explore the
     importance of this early investment in our society and our economic
     future.


     Early Education 2: Preparing Adults to Support Brain
        Building in Progress - Programs in the Lead
     A presentation of programs successfully integrating
     science, technology, engineering, and math into the
     classroom followed by a group strategy session facilitated
     by EEC Commissioner Sherri Killins and Wheelock President
     Jackie Jenkins-Scott on the roles of the state, business,
     and higher education in developing the policies, resources,
     and activities needed to improve STEM access in our
     environment.
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    "An Evaluation of the Peep Explorer's
    Guide in Preschool Classrooms"

Gay Mohrbacher, WGBH, Peep in the Big Wide World
   Multi-media initiative funded by the National Science
    Foundation and Northrop Grumman
   Available on public television, V-me (Spanish TV), web,
    and in classrooms
   Peep emphasizes science through learning:
     Direct experience with materials
     Science topics that are part of daily life (indoors and
      outdoors)
     Extended inquiry and exploration over time
     Emphasis on reflection and reasoning
   Outreach Goals
       Model inquiry process skills
       Encourage support of children’s hands-on science and
        math explorations
       Provide resources – Peep Explorers Guide
      Integration of STEM into the Head Start Child
      Development and Early Learning Framework
          “Raising the bar for tomorrow’s leaders through innovation and
                    collaboration across Head Start Programs”
     Anne D’Errico, Director; GLCAC, Inc Head Start
      Initiated skyping pilot with 3 towns in Puerto Rico
      A collaboration was created by Head Start programs to
       promote bi-lingualsim and to create opportunities to
       introduce new technology.
      Initiative designed to integrate program’s Dual
       Language Learning Curriculum into existing Head Start
       Child Development and Early Learning Framework
      Resulted in measurable growth in
       children’s language and skills




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         Creative Minds - Extension Activities in
         Math, Science and Engineering
     Katie Magrane, Mass. Afterschool Partnership
      Creative Minds Out of School arts curriculum was
       designed by the Mass. Afterschool Partnership (MAP)
       with the Mass. Cultural Council (MCC), the state’s art
       and culture agency, and Davis Publications, a leading
       publisher of arts education materials.
      Second edition includes extension activities in Math,
       Science and Engineering that are directly connected to
       the MA Curriculum Frameworks.

          Goal: Show children grades K-5, in a
          hands-on approach, how STEM content
          can be discovered in all learning
          environments. An innovative approach
          of connecting STEM education with Art
          and Design.


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     Panel Discussion


     We’ve seen some creative ways to weave STEM
     concepts into early education and out of school
     time.
     1. What is needed to make this kind of learning
        possible?
     2. What are the challenges and next steps?
         For educators?
         For programs?
         For professional development providers
           including higher education?
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